Pedagogy and Effectiveness of Teacher Learning
The aim is to generate empirically and theoretically based insights into the development of teacher learning and how this development can be supported and organized effectively for (student) teachers. This aim can be summarized in terms of pedagogy and effectiveness of teacher learning. Effectiveness concerns how (student) teachers learn and develop professionally.
More systematic insight in these learning and development processes is relevant for educating and professionalizing teachers. This theme refers not only to the nature of teachers' development, but also to how their development in terms of teaching behavior can be measured in a reliable and valid manner, and how these instruments can be used in an ethically responsible and usable way.
Pedagogy refers to how (student) teachers' learning can be organized and supported in an effective manner. This refers to questions of pedagogy in general (i.e. the art of teaching), and also to pedagogy in specific subject domains and educational contexts (secondary education, teacher education, higher education).
The main problems are how to integrate new insights in existing knowledge as well as how to organize these learning processes.
Three subdomains of research are distinguished, in which issues of pedagogy and effectiveness are explored:
- Teacher professional development in secondary education
- Subject pedagogical content knowledge ('vakdidactiek'), and
- Teacher professional development in higher education (university teaching).
|Last modified:||26 November 2018 11.41 a.m.|